Investigation On The Accomplishment Of Integrating Mathematics History Into Teaching Of Senior High School Mathematics Teachers In Southern Xinjiang County

The same is true of mathematics as "learning history to make sense ".From the perspective of knowledge classification,mathematical knowledge includes not only declarative knowledge,procedural knowledge,but also unique procedural knowledge,and mathematical history is an important way to form mathematical procedural knowledge.In order to investigate the status quo of mathematics history integration into teaching of county high school mathematics teachers in southern Xinjiang,mathematics teachers in first-tier high schools in four counties in southern Xinjiang were selected to conduct a survey of mathematics teachers from the perspective of teacher professional development.The questionnaire was conducted from three dimensions,including belief,knowledge and ability of integrating mathematics history into teaching.A total of 111 questionnaires were distributed and108 questionnaires were returned.Using SPSS software and other data analysis software to carry out detailed analysis,obtained the differences caused by factors such as the current status of mathematics history literacy of the first-line mathematics teachers in the county-level high schools in southern Xinjiang,as well as the teaching age and pre-employment majors.In order to further understand the teachers in the actual teaching of mathematics history into the teaching quality,the classroom observation method was used to carry out the control group experimental research.Select Southern Xinjiang county within the three line of ordinary high school math teacher,to teach A version of the high school mathematics compulsory four the radian system as an example,A class of its puts forward different teaching requirements and provide different teaching materials of intervention measures,and then the teaching situation of classroom observation,respectively discusses three teachers in the history of mathematics into teaching beliefs,knowledge,ability level of different performance.In addition,three teachers were interviewed to understand the attitude of integrating mathematics history into teaching in the teaching design of radian system.Research shows that:(1)Southern Xinjiang county high school mathematics teacher holds a history of mathematics into teaching beliefs is higher,for the combination of history of mathematics and mathematics education more recognition,but in the history of mathematics into specific case teaching belief and action,although the history of mathematics teachers to hold strong belief in teaching,but less in the actual teaching try.(2)Southern Xinjiang county high school mathematics teachers have a low level of knowledge of specific case history of mathematics and teaching design,limited channels to collect historical data of mathematics,it is difficult to support the integration of mathematics history into the teaching framework.(3)Southern Xinjiang county high school mathematics teachers lack the ability to integrate the history of mathematics into the teaching,there are difficulties in collecting the historical data of mathematics,the teaching integration method is single,the student participation is not high.(4)There are certain differences in teaching years and pre-service majors of teachers’ mathematical history integration teaching accomplishment in southern Xinjiang,and the gender of teachers does not constitute an obvious difference in teachers’ mathematical history accomplishment.